Introduction to Inquiry Circles by Harvey Daniels

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Overview of Inquiry Circles. Four types: Mini-inquiries, literature circle inquiries, curricular inquiries, and open inquiries, Demo of a curricular inquiry on the Rule of Law.
From the book Comprehension and Collaboration, co-authored with Stephanie Harvey

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Introduction to Inquiry Circles by Harvey Daniels

  1. 1. Introduction to Inquiry Circles Smokey Daniels Greenfield Schools MARCH 2014 @smokeylit hdanielsNM@Gmail.com
  2. 2. in·qui·ry noun in-ˈkwī(-ə)r-ē, ˈin-ˈ; ˈin-kwə- rē : a request for information : an official effort to collect and examine information about something : the act of asking questions in order to gather or collect information
  3. 3. Inquiry = turning mandated curricular topics into questions that kids cannot resist exploring.
  4. 4. RESEARCH BASE for Inquiry-Oriented, Small Group Learning
  5. 5. COVERAGE INQUIRY versus
  6. 6. • Cover the curriculum; comprehensive • Slow down and go deeper; screened content  Learning theory driven Atheoretical  Model reading/writing  Explicit strategy lessons  Frontloading instruction  Assign reading/writing  No strategy instruction  Backloading instruction Coverage Focus Inquiry Focus
  7. 7.  Time, activities and tools that support students  Variety of texts  Student choice and responsibility  Interactive  Social  Little/no support during reading/writing  Textbook-based  Teacher-chosen topics & assignments  Didactic  Solitary  BEFORE / INTO  DURING / THROUGH  AFTER / BEYOND Coverage Focus Inquiry Focus
  8. 8. TYPES of Inquiry Circles Mini- Inquiries Curricular Inquiries Literature Circle Inquiries Open Inquiries
  9. 9. Mini Inquiry Question Sara Ahmed’s 5th Graders Bishops School La Jolla CA “If you sneeze hard enough, will your brains come out??
  10. 10. Mini Inquiries Show kids that their questions matter Interrupt ourselves Practice researching Share our own curious lives
  11. 11. Why do we sneeze? Sneezing, also called sternutation, is your body's way of removing an irritation from your nose. When the inside of your nose gets a tickle, a message is sent to a special part of your brain called the sneeze center. The sneeze center then sends a message to all the muscles that have to work together to create the amazingly complicated process that we call the sneeze. Some of the muscles involved are the abdominal (belly) muscles, the chest muscles, the diaphragm (the large muscle beneath your lungs that makes you breathe), the muscles that control your vocal cords, the muscles in the back of your throat, and even your eyelids. It is the job of the sneeze center to make all these muscles work together, in just the right order, to send that irritation flying out of your nose. And fly it does — sneezing can send tiny particles speeding out of your nose at up to 100 miles per hour! Most anything that can irritate the inside of your nose can start a sneeze. Some common things include dust, cold air, or pepper. When you catch a cold in your nose, a virus has made a temporary home there and is causing lots of swelling and irritation. Some people have allergies, and they sneeze when they are exposed to certain things, and about 1/3 of people sneeze when they look at the sun or a bright light.
  12. 12. MINI INQUIRIES Why is the sky blue? What are suckers made of? Do animals have friends? Are dragons real? Who came up with Pi? What are records and are they antiques? Why are adults addicted to caffeine? What teams did Magic Johnson play for? How do you get picked to go up in space? Why a pair of pants but not pair of shirts? ---Lori Hron, 3rd grade, Ripon, WI
  13. 13. Mini Inquiries Sometimes our questions get answered easily. (Quick Finds – e.g., sneeze) Sometimes questions are more complicated than we thought, and require more research. Some questions can only be answered with opinions, beliefs, or values. Some questions can’t be answered at all.
  14. 14. TURN AND TALK!What would be a great mini-inquiry question for your students? (either initiated by you or a kid.)
  15. 15. Share Our MINI-INQUIRY Topics
  16. 16. Lit Circle Inquiries
  17. 17. Our Lingering Questions about The Great Depression Alana – What was Hoover really like? Did he really care what was happening to the people? Max - What were the Hoovervilles, and what was it like to live there? Joel – Why were there so many orphans and what happened to them? Peter – Hoover promised people “a chicken in every pot.” Why couldn’t he keep his promises? Marco – Why were so many kids and grownups riding the rails on freight trains?
  18. 18. Open Inquiries Kids’ own hot topics or burning questions
  19. 19. Third Grade Science OBJECTIVE 5: The Sun and the Moon Curricular Inquiries
  20. 20. Explain that the shape of Earth and the moon is spherical and that the sun is the source of light that lights the moon. List the differences in the physical appearance of Earth and the moon as viewed from space. Describe the motions of Earth (i.e., the rotation [spinning] of Earth on its axis, the revolution [orbit] of Earth around the sun).
  21. 21. Explain that the moon orbits Earth approximately every 28 days. Use a model to show that Earth rotates on its axis once every 24 hours to produce the night and day cycle. Demonstrate why it seems to a person on Earth that the sun, planets, and stars appear to move across the sky.
  22. 22. Where did the moon come from? How do eclipses happen? Will the sun ever burn out? Why does the moon change? Why did Columbus think the world was flat? Why do we get tan in summer? Why does the big dipper move? Why do we have seasons? What is the moon made of?
  23. 23. TURN and TALK. Think of a unit of curriculum that’s coming up soon for your kids.
  24. 24. Share Our CURRICULAR INQUIRY Topics
  25. 25. Step 1
  26. 26. Inquiry = turning mandated curricular topics into questions that kids cannot resist exploring.
  27. 27. --Social Studies --Mandated curriculum --Central to discipline --Many misconceptions --Potentially engaging --Relevant to life --low/moderate schema --mixed initial interest TODAY’S INQUIRY UNIT:
  28. 28. Ivey and Broaddus RRQ, October 2007 What gets students engaged in content areas?
  29. 29. Launch with images • To build interest and engagement • To activate prior knowledge • To include all students • To teach viewing comprehension
  30. 30. Integrate and evaluate content presented in diverse media and formats, including visually… as well as in words. --ELA Standard 10
  31. 31. Step 1
  32. 32. TURN AND TALK: What are some things we have laws about?
  33. 33. Law of Rulers
  34. 34. Rule of Law
  35. 35. Personal freedom Good of the community
  36. 36. Who has a dog? Knows a dog?
  37. 37. Dogs and the Law
  38. 38. “Dangerous Dog Hearing Delayed for More Tests after Woman Attacked” Calgary Herald May 17, 2012
  39. 39. Turn and Talk Discuss your experiences with dogs, good or bad Arf, Arf
  40. 40. Share your experiences
  41. 41. Number of dogs in America: 74 million People bitten by dogs per year: 4.5 million Bites requiring medical attention: 800.000 Bite victims hospitalized annually: 9,500 Average cost of treatment: $18,000 Age of most victims: under 5 or over 65 Your chance of a dog bite this year: 1 in 50 Fatal dog attacks: majority by pit bulls
  42. 42. Step 2
  43. 43. GROUP READ the “Summary of the Law Banning Pit Bulls in Ontario Province, 2005
  44. 44. 3 pairs join to form form groups of 6
  45. 45. Going clockwise around the table, each person read aloud one provision of the law. STOP and DISCUSS each line: what it means, any questions and reactions you have. Take your time.
  46. 46. BREED SPECIFIC DOG LAW ONTARIO, CANANDA (Toronto & Province) (GOAL: Reduce the pit bull population to zero) PROVISIONS: --pit bulls are “inherently dangerous animals” --all must be promptly neutered --cannot be bought, sold, traded or bred --when the animal dies, it cannot be replaced --must be muzzled and on a 6 foot leash in public --may not be chained outdoors --owners must warn visitors of dog in their home --if animal attacks once, it will be euthanized
  47. 47. Step 2
  48. 48. CHOOSE ARTICLE: One you can read and want to read. --6 Reasons Pit Bulls Make Great Pets --World Wide failure of Breed Specific Legislation --Chicago Jogger Loses Foot in Put Bull Attack --Maryland Court: Pit Bulls Inherently Dangerous --Pit Bull Politics --Rules for Children to Avoid Dog Bites
  49. 49. “CONCEPTUAL ANNOTATION” FIND TEXT EVIDENCE + Pitbulls are safe - Pitbulls are dangerous * Dog bite solutions
  50. 50. If you finish before others: Recheck your codes and notes OR Read another article
  51. 51. Expert Groups Meet
  52. 52. REVIEW TEXT EVIDENCE + Pitbulls are safe - Pitbulls are dangerous * Dog bite solutions Make sure you have all the facts straight so you can teach others.
  53. 53. Return to Base Groups Take turns sharing the text evidence you found: + Pitbulls are safe - Pitbulls are dangerous * Dog bite solutions OR
  54. 54. In Your Base Groups --Review your annotations and codes. --Decide what is the most important piece of information you learned. --Decide how you will teach it to others in one minute. OR
  55. 55. Step 3
  56. 56. GROUP Work Plan Form Names 1. 2. 3. 4. 5. (larger groups please split in two) State your general inquiry topic: What are some specific questions you plan to pursue? Sometimes it works for groups to divide the main topic into several questions or sub-topics for different members to specialize in. -- -- -- -- -- What research resources do you expect you use? (Internet, library, interviews, etc) What kind of help you need from your teacher or other adults? Successful inquiry projects require both individual and whole group effort, with tangible outcomes for each. So, you need to specify exactly what each member will be doing on their own, and how you will work collaboratively to share your learning with others. These plans may change as your research unfolds, so keep me posted and revise your work plan accordingly. Each person’s individual tangible outcome(s) should be listed on the Member Work Plan Forms. How will all of us work together to create the group’s culminating event? Group Sharing Plan: How you are going to share/perform your new learning for others in the class? Signatures: We commit to pursue this inquiry as outlined. We will confer with our teacher regularly and make midcourse corrections as needed. ______________________ ________________________ ______________________ ________________________ ______________________ Date:
  57. 57. SUBTOPICS FOR DOG LAW RESEARCH Jose: Are there really bad dogs, or only bad dog owners? Shai Rae: What are some laws other places, especially fines or jail for owners? Dan: What other breeds kill people? Nathan: Do some people provoke dogs? Katie: Why do people want to own scary dogs in the first place? Sarah: Can you sue someone if their dog attacks you?
  58. 58. Develop and support positions based on information given in complex text.
  59. 59. Step 4
  60. 60. Develop a “Dangerous Dogs” Ordinance For Your Community Define dangerous Breed specific? Safety requirements Rights of owners Rights of animals Rights of citizens Consequences
  61. 61. Be ready to share some provisions of your law!
  62. 62. Teams share their laws
  63. 63. @smokeylit smokeylit@aol.com Hang in there, Greenfield Super Teachers!

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